摘要
以恩施州为例,依据城市、乡镇和乡村的地理特点而选择调查学校,对其校本课程的内容选择进行了全面调研,其目的是运用集体记忆理论对校本课程的内容进行分析,认为民族地区以民族传统文化和地方文化为校本课程资源,实际是为学生发展的需要和体现办学特色而被改写和重构了集体记忆,并通过教育行为来传达和保存该记忆。调查结果表明,位于城市、乡镇、乡村因地理位置不同的学校,校本课程资源的选取与其编写者的倾向相关,于是校本课程开发在不同群体中,建构了不同的集体记忆,导致在不同的场域中表现出不同的身份认同。
In this paper, the author inquires into the content of their school-based curriculum by choosing Enshi as an example, which is based on the geographical characteristics of cities, towns and rural areas to choose elementary school. Its purpose is to apply the theory of the collective memory to analyze the content for school-based curriculum. The purpose of utilizing the recourses of the ethnic and local cultures and rewrite and construct the collective memory is to make need of the students＇ development and reflect the primary schools＇ features. At the same time, the collective memory is communicated and preserved by education. Finally, it concludes that due to their different locations, the resources of school-based curriculum in the cities, towns and villages are chosen to associate with the tendency of writers. So under the school-based curriculum development, different groups construct a variety of collective memory, resulting in different identity in different fields.
出处
《湖北民族学院学报（哲学社会科学版）》
2011年第1期83-88,共6页
Journal of Hubei Minzu University：Philosophy and Social Sciences
关键词
民族地区
校本课程
开发
集体记忆
建构
ethnic areas
School-based curriculum
development
collective memory
construction
